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We can agree too that in some barely legal petite sense the learner is producing his own internal grammar. But our experience suggests that the environment that we create for learning has a considerable affect on how well the children are able to use the language. It seems feasible that the rule-producing mechanism is assisted by our teen porn programming its exposure to the language.
We would wish to retain the teen porn results of our efforts to grade language for teaching Tobie rather than leave the learner to sort out the rules from a random experience of language. We would also wish to have the learners actively responding in the Tobie teen site, since it seems impossible to deny that learning is not fully effective without 'doing'. But the active responding here must not be confined to analogous sentences. Using tobieteen sex requires choices all the time, and a belief in 'learning through doing' demands that practice in exercising those choices should be an important part of our language teaching. The answer to the question at the beginning of this section then is `Mentalism and behaviourism'. And there need be no contradiction. |
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Since I suggested above that the behaviourist attitude to meaning was not very satisfactory, I should perhaps conclude with a word about meaning in mentalist teaching. There is little to be said from the psychological point of view about how a child acquires the meaning of a language. The difference from the behaviourists lies not only in a legal petite rejection of the stimulus response analysis, but in the importance that is attached to meaning. Not only is meaning the whole point of language ; the structure of a language itself cannot be properly learned unless it is fully meaningful. Purely mechanical Tobie teen drilling, such as it is possible to find in many courses, would be rejected because it would not even be an effective way of learning the structural elements of the language. The learning of a foreign language should therefore be a meaningful activity throughout. There seem to be no implications as to how meaning should be taught, only the conclusion that it is a most important aspect of language teaching.
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